초등 교원의 양성·임용·자격제도 개선에 대한 교사의 인식 연구
iii, 74 p.
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The purpose of this study is to provide a desirable future direction of policies and systems for teachers' appointment and qualification by investigating and analyzing teachers' perceptions about existing policies and systems for cultivating, appointing and training teachers, ultimately contributing to the improvement of the specialization of the teaching profession. For the purpose, this researcher conducted a questionnaire survey of 463 male and female teachers of elementary schools located in Changwon and Kimhae. Out of questionnaire forms distributed, 393 were finally collected. Data from the survey were processed using SPSS Statistical Program Package. Results of the study can be described as follows ; First, teachers as surveyed here responded that the existing examination system for the recruitment of elementary school teachers should be improved because it could not properly verify qualifications for the teaching profession by evaluating knowledge levels only. Second, Most of the teachers opposed the introduction of probationary teaching system. They were concerned that such system would degrade the authority and autonomy of teachers and decrease the attraction of the teaching profession. Most of the surveyed teachers were negative about the appointment of people having the license of a middle school teachers as elementary school ones because such appointment was only a temporary action. In contrast, they were positive about the allowance people licensed as a middle school teacher to take in charge of art and physical education at elementary schools. The respondents recognized that middle school teachers were more specialized and capable in the field of education related to skills and appetites than elementary school ones. Fourth, the respondents recognized that applicants for education colleges needed to be strictly and carefully interviewed in terms of their appetite and quality. They also indicated that educational college students should complete a more extended period of practices to obtain knowledge and skills as necessary for field-oriented education. Fifth, most of the respondents opposed the extension of the whole period of education college course from 4 to 6 years. But they were about the opening of profound courses of art and physical education at education colleges and thereon cultivating specialized teachers. Sixth, teachers as surveyed here thought that the existing system of incumbent teachers' training should be improved in such way that ratings of 1st-class teachers as required for training of qualification as a head teacher are not considered because they were determined 15 to 25 years ago. Teachers as the subjects of this study had the following perceptions of the improvement of the existing system of qualification as teachers. First, most of the teachers opposed the unconditional qualification of people having a master's degree as 1st-class regular teachers as part of the promotion of teachers' specialization. Second, the respondents agreed that the period of teaching experience by 2nd-class regular teachers as required for them to participate in training for qualification as 1st-class regular teachers should be extended from more than 3 to more than 5 years. Most of the teachers as surveyed here were negative about setting the validity period of a teacher's license. Fourth, the respondents wanted to maintain existing standards of teachers' qualification. They were negative about the strengthening of such standards in such way that only people whose total average mark at college is C0 or over are licensed as teachers. Fifth, most of the teachers opposed training of supplementary specialities because they thought that it might degrade training of main specialities. But, some teachers suggested that elementary school students should be educated and instructed in various ways and that elementary education should be affiliated with kindergarten and special educations for more effective school education. Based on these results, policy makers should provide a developmental direction of education from a long-term view and take the initiative in modifying and improving existing educational systems. In doing so, however, they are required to accept opinions from incumbent teachers. And teachers need to accept educational policies as deemed desirable to be developed into more specialized teachers who could be sufficiently responsible for educating the next generation.